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dc.contributor.authorSætre, Jon Helgeen_US
dc.date.accessioned2014-11-14T12:12:39Z
dc.date.available2014-11-14T12:12:39Z
dc.date.issued2014en_US
dc.identifier.issn1504-5021en_US
dc.identifier.otherFRIDAID 1127253en_US
dc.identifier.urihttps://hdl.handle.net/10642/2195
dc.description.abstractThis article investigates the benefits of analysing music teaching methods and practices by employing perspectives normally associated with aesthetics and philosophy of music. Theories on the meaning of music and on musical action (notably Nielsen 1998) guide a textual analysis of Orff–Schulwerk, which is selected as the case. Orff–Schulwerk is a significant music teaching approach in the recent history of Nordic music education; both within schools and music teacher education. The analysis reveals what appear to be internal conflicts in Orff–Schulwerk, in particular concerning the ontological conceptions of music and the views on musical actions. This is further discussed in relation to later editions and modifications, and ‘misconceptions’, of Orff–Schulwerk in the Scandinavian countries. In conclusion, it is argued that the theoretical framework, close to music ‘itself’, seems to enable complementary insights into music teaching practices, not the least because ontological and aesthetic conceptions of music seem to both exist and to play a vital role in music teaching methods and practices.en_US
dc.language.isonoben_US
dc.publisherNorges musikkhøgskoleen_US
dc.relation.ispartofseriesNordisk musikkpedagogisk forskning : Årbok;15en_US
dc.subjectOrff–Schulwerken_US
dc.subjectMusikkterapien_US
dc.subjectMusikkdidaktikken_US
dc.subjectMusikkontologien_US
dc.subjectVDP::Humaniora: 000::Musikkvitenskap: 110::Musikkpedagogikk: 114en_US
dc.titleGjensyn med Orff-Schulwerk: et bidrag til nytenkning av musikkdidaktisk analyseen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttp://hdl.handle.net/11250/197212


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